Teachers' Perceptions Towards Professional Development Training Courses: Exploring the Effects on Teachers' Performance in the Saudi Context


  • Saif M Alruqi King Abdulaziz University
  • Mohammed S Alharbi King Abdulaziz University




ELT, EFL, teacher professional development, Saudi Arabia


One of the most important requirements in the field of English language education is the long-term sustainability of teacher professional development (ELT). As a result, investigating the potential impacts of PD on ELT teachers is an important area of study in this subject. By examining the effects of professional development on ELT instructors' performance, this study adds to the current corpus of research on professional development training courses. The research sheds light on the efficacy of teacher professional development in Saudi Arabia. This was accomplished by looking into teachers' perspectives of professional development techniques and challenges. An online survey was updated and administered with a sample of 115 male and female English as a foreign language (EFL) teachers for the objectives of this study. SPSS® was used to do statistical analysis on the survey's primary data. The comments of the teachers were described using descriptive statistics. Professional development has a great impact and effect on EFL Saudi instructors' performance, as well as a considerable beneficial impact on teachers' beliefs, practices, and students' learning, according to the findings of this study in response to the research question. The study offers pedagogical implications for EFL teachers in terms of professional development practices and skills that can help them enhance their teaching.

Author Biographies

Saif M Alruqi, King Abdulaziz University

English Language Institute

Mohammed S Alharbi, King Abdulaziz University

English Language Institute


Al-Ahmed, Khaled Taha. (2005). Teacher training from preparation to training. Al Ain, United Arab Emirates: Dar Al Kutab.

Al-Ateeq, Tahani. (2015). Teacher training in Singapore and its benefits for the Kingdom of Saudi Arabia. Imam Saud University: Faculty of Social Sciences Publications.

Al-Dakheel, Azzam Mohammed. (2015). An evaluation of the top ten countries in the field of basic education, Arab House for Sciences, Volume 4, Issue 6, Page 140-173.

Al-Dhubyani, Mona Slaiman. (2014). Benefitting from the experiences of some countries in the preparation and professional development of education and psychology teachers for the case of Saudi Arabia. Journal of the Faculty of Education, Educational and psychological studies, Zagazig, Volume. 33 Issue. 17 No. 85 (2 October).

Aljassar, S., Altammar, J. (2020). A framework for the professional development of in-service teachers in Kuwait. Journal of Turkish Science Education, 17(3), 364-386.

Al-Qasim, Laila Hamad. (2013). The Relationship between Education Policy and Education Reform, Malaysia, retrieved from http://www.almarefan.net (June 2018).

Al-Zahrani, Murdhi. (2013). Education in Malaysia, Umm Al-Qari University http://www.uqu.edu.sa/page/en/112902 (September 2018).

Aspland, T. (2006). Changing patterns of teacher education in Australia. Education Research and Perspectives, 33(2), 140-163.

Avalos, B. (2010). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10–20.

Avidov-Ungar, O. (2016). A model of professional development: teachers' perceptions of their professional development, Teachers and Teaching, 22:6, 653-669.

Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and instruction, 20(6), 533-548.

Bayar, A. & Kösterelioğlu, İ. (2014). Satisfaction levels of teachers in professional development activities in Turkey. Turkish Studies, 9(2), 321-333.

Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463–482.

Bloomberg, L. D., & Volpe, M. (2008). Completing Your Qualitative Dissertation: A Roadmap From Beginning to End. Los Angeles: Sage Publications, Inc.

Bolam, R. (2002). Professional development and professionalism. In T. Bush & L. Bell (Eds.), The principles and practice of educational management (pp. 103–118). London: Paul Chapman.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher Journal, 33(8), 3–15.

Bubb, S., & Earley, P. (2013). The use of training days: finding time for teachers' professional development. Educational Research, 55:3, 236-248.

Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599-607.

Bull, B., Buechler, M., Didley, S., & Krehbiel, L. (1994). Professional development and teacher time: Principles, guidelines, and policy options for Indiana. Bloomington, IN: Indiana Education Policy Center, School of Education, Indiana University. ED384112

Corcoran, T. C. (1995). Transforming professional development for teachers: A guide for state policymakers. Washington, DC: National Governors' Association. ED384600

Darling-Hammond, L. (2005). Prepping our teachers for teaching as a profession. Education Digest: Essential Readings Condensed for Quick Review, 71, 22–27.

Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76, 597–604.

Davidson, M., & Jensen, B. (2009). Creating effective teaching and learning environments: First results from TALIS, OECD. Retrieved from http://www.oecd.org/education/school/43023606.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press. development activities in Turkey. Turkish Studies, 9(2), 321-333.

Elmore, RE. (2002). Bridging the Gap between Standards and Achievement: The Imperative for Professional Development in Education, Albert Shanker Institute.

Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teacher CPD: Contested concepts, understandings and models. Journal of In-Service Education, 33, 153–170.

Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120.

Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press and Abingdon: Routledge.

Gabriel, R., Day, J. P., & Allington, R. (2011). Exemplary teacher voices on their own development. Phi Delta Kappan, 92(8), 37-41.

Gillham, G. (2000). The Research Interview. London: Continuum.

Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan, 84(9), 693-700.

Hargreaves, D. (2012). A Self-Improving School System: Towards Maturity. Nottingham: NCSL.

Hussein, Banca & Al-Hassan, Al-Rasheed. (2017). A proposed training program for improving secondary science teachers’ service in Khartoum State. Aljazira Magazine for Educational and Human Sciences, Volume (14), Issue (1) Page (220-240).

Jiang, Y. (2017). A study on professional development of teachers of English as a foreign language in institutions of higher education in Western China. Germany: Springer.

Johns, V. (2001). An Analysis of Supervision Tasks Preformed in Elementary School. DAI, 46- 59, A, Connecticut.

Kentucky Education Association, & Appalachia Educational Laboratory. (1993). Finding time for school reform: Obstacles and answers. Frankfort, KY: Author. ED359181

Knapp, M. (2003). Professional development as a policy pathway. Review of Research in Education, (27), 109-157.

Kuijpers, J. M., Houtveen, A. A. M., & Wubbels, T. (2010). An integrated professional development model for effective teaching. Teaching and Teacher Education, 26, 1687–1694.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage.

Loucks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1-6.

National Education Commission on Time and Learning [NECTL]. (1994). Prisoners of time. Washington, DC: Author. ED366115 [Available on-line: gopher://gopher.ed.gov:70/00/ publications/full[underscore]text/PoTResearch/5; http://www.ed.gov/pubs/PrisonersOfTime/index.html]

Nishino, T., & Watanabe, M. (2008). Communication‐oriented policies versus classroom realities in Japan. TESOL Quarterly, 42(1), 133-138.

Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. New York: Cassell

Poskitt, J. (2005). Towards a model of New Zealand school-based teacher professional development. Teachersí Work Journal 2(2), 136-151.

Punch, K. (2003). Survey research: The basics. London: Sage.

Punch, K. (2014). Introduction to social research quantitative and qualitative approaches. London: Sage.

Robson, C. (1993). Real world research a resource for social scientists and practitioner researchers. Oxford: Blackwell.

Salberg, Passy (2016). The Secret of Success in Finland: Teacher Preparation, Translation of Al Bayan Center for Studies and Planning.

Verloop, N. (2003). De leraar [The teacher]. In N. Verloop & J. Lowyck (Eds.), Onderwijskunde:Een kennisbasis voor professionals [Science of teaching: A knowledge base for professionals] (pp. 195–228). Groningen: Wolters-Noordhoff.

Yılmaz, Yurtseven, & Gülçiçek Esen, D. (2015). An investigation on in-service trainings of the ministry of national education. Social and Behavioral Sciences, 186(2015), 79-86.